Abstract
The paper describes one of the ways of developing pupils’ creative approach to problem solving. The described experiment is a part of a longitudinal research focusing on improvement of culture of problem solving by pupils. It deals with solving of problems using the following heuristic strategies: Analogy, Guess – check – revise, Systematic experimentation, Problem reformulation, Solution drawing, Way back and Use of graphs of functions. Most attention is paid to the question whether short-term work, in this case only over the period of three months, can result in improvement of pupils’ abilities to solve problems whose solving algorithms are easily accessible. It also answers the question which strategies pupils will prefer and with what results. The experiment shows that even short-term work can bear positive results as far as pupils’ approach to problem solving is concerned.
Highlights
It is a truth universally acknowledged that problem solving forms the basis for successful mathematics education; solving of carefully selected problems helps to develop, refine and cultivate creativity (Kopka, 2010, Foreword)
How can one tell whether a pupil has learned anything from mathematics? It is generally acknowledged that problem solving is an indicator of the state of grasping concepts and ideas pupils are learning
Is it possible to achieve any progress in the ability to solve mathematical problems using the above described heuristic strategies for such a short period of time (3 months)?
Summary
It is a truth universally acknowledged that problem solving forms the basis for successful mathematics education; solving of carefully selected problems helps to develop, refine and cultivate creativity (Kopka, 2010, Foreword). That is the reason why teachers often choose problems in whose case the search for the appropriate algorithm is easy and often hint at the suitable solving procedure. This means pupils instead of solving a problem apply some algorithm chosen according to the signals from the assignment or the teacher. They fail if they are to solve non-standard problems whose assignment does not contain elements they are used to, elements that serve as indicators for selection of the right solving strategy. Needless to say that this often happens in case of application problems, where pupils are expected to use mathematics for solution to problems from everyday life
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal on Efficiency and Responsibility in Education and Science
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
